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This study examines fisheries affected by the Great East Japan Earthquake and Tsunami in 2011 to explore how the collectivism appears during the recovery process.
Abstract
Purpose
This study examines fisheries affected by the Great East Japan Earthquake and Tsunami in 2011 to explore how the collectivism appears during the recovery process.
Design/methodology/approach
The author questions the context of collaboration after the disaster among independent small-scale fishers in Miyagi by conducting semistructured interviews with more than 50 local fishers with anthropological observations of boat fishing operations and using local documents and statistics.
Findings
The corresponding collaboration among the fishers after the disaster is not a mere “disaster utopia,” but is embedded in the socioecological context of fishing. Fishers have developed individual and group fishing. They have institutionalized competitive distribution for sedentary fish with low resource fluctuation, while outcome-equal distribution is adopted for migratory fish with high resource fluctuation. This forms a fishing continuum that connects competitive individualism with collectivism in the community, which has contributed to resilience for disaster recovery.
Originality/value
The balance between individualism and collectivism is decisively coordinated in socioecological contexts. The multifaceted resource strategy for maritime biodiversity that features family-based occupational differentiation in a community is crucial for disaster recovery of small-scale fishers.
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The concept of the ‘social licence to operate’ (SLO) is contested on almost every imaginable dimension. Stakeholders may decry it as an industry-created ploy to ethics wash their…
Abstract
The concept of the ‘social licence to operate’ (SLO) is contested on almost every imaginable dimension. Stakeholders may decry it as an industry-created ploy to ethics wash their operations and strategically manipulate community relations, while some industry figures despair over what they perceive as the arbitrary and even unilateral power that the weaponized concept of the social licence gifts to activists who seek to malign and disrupt law-abiding commercial operators. Others have lauded the social licence as a heaven-sent ethical tool, an effective lever for action that motivates leaders at profit-seeking enterprises to seriously consider ethical issues and prioritize community engagement. Still others will worry that a concept that can mean everything to everyone must ultimately mean nothing at all, and that the social licence is an empty and unhelpful buzzword. As the contributions to this Special Issue show, in different contexts – and sometimes even in the same context but for different stakeholders – all these views can be correct. From an ethical perspective, dangers, promises and irrelevance all attend the social licence.
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Lorentsa Gkinko and Amany Elbanna
Information Systems research on emotions in relation to using technology largely holds essentialist assumptions about emotions, focuses on negative emotions and treats technology…
Abstract
Purpose
Information Systems research on emotions in relation to using technology largely holds essentialist assumptions about emotions, focuses on negative emotions and treats technology as a token or as a black box, which hinders an in-depth understanding of distinctions in the emotional experience of using artificial intelligence (AI) technology in context. This research focuses on understanding employees' emotional experiences of using an AI chatbot as a specific type of AI system that learns from how it is used and is conversational, displaying a social presence to users. The research questions how and why employees experience emotions when using an AI chatbot, and how these emotions impact its use.
Design/methodology/approach
An interpretive case study approach and an inductive analysis were adopted for this study. Data were collected through interviews, documents review and observation of use.
Findings
The study found that employee appraisals of chatbots were influenced by the form and functional design of the AI chatbot technology and its organisational and social context, resulting in a wider repertoire of appraisals and multiple emotions. In addition to positive and negative emotions, users experienced connection emotions. The findings show that the existence of multiple emotions can encourage continued use of an AI chatbot.
Originality/value
This research extends information systems literature on emotions by focusing on the lived experiences of employees in their actual use of an AI chatbot, while considering its characteristics and its organisational and social context. The findings inform the emerging literature on AI.
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Marla T.H. Hahnraths, Maartje Willeboordse and Onno C.P. van Schayck
To gain insight into factors enhancing or obstructing implementation in various school-settings, which is vital for widespread dissemination and sustainable integration of…
Abstract
Purpose
To gain insight into factors enhancing or obstructing implementation in various school-settings, which is vital for widespread dissemination and sustainable integration of school-based health-promoting interventions.
Design/methodology/approach
A mixed methods multisite comparative case study to investigate (factors influencing) the implementation of health-promoting activities in twelve Dutch primary schools. Data were collected during three school years (2019–2022) through observations, questionnaires and interviews.
Findings
The project resulted in the implementation of small, incidental activities. Important reasons for the limited implementation were lack of commitment and bottom-up involvement. School directors and teachers were not involved early on in the project, which limited project support and commitment. On school level, directors largely carried project responsibility themselves, hindering project sustainability and integration. Coronavirus disease 2019 (COVID-19) made that schools had difficulties forming long-term visions and plans. Other observed barriers included limited perceived necessity to change, high workload and high staff turnover. Important facilitators were the presence of a process coordinator and sharing experiences from other schools.
Originality/value
This research provided valuable insights into (factors influencing) the implementation of health-promoting initiatives in diverse, real-world school contexts. More extensive support is needed to create commitment, bottom-up involvement and a project vision. Furthermore, empowering in-school champions and/or school-wide project groups is desirable to decrease schools' dependence on long-term external support. The findings can be used by various stakeholders throughout development, adoption and implementation and can facilitate widespread dissemination and sustainable integration of school-based health-promoting interventions.
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